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


 


 


‫إاد‬
  ‫ هم آت‬/‫دآ ر‬
www.geocities.com/hbisher2001
hbisher@hotmail.com

2007

1
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪  ‬‬
‫‪‬‬ ‫ا‬
‫‪‬‬
‫ﺘﻨﺎﻗﺵ ﻫﺫﺍ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻔﻬﻭﻡ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ‪ ‬ﺍﻻ‪‬‬
‫ﻨﺘﺭﻨﺕ‪‬‬
‫‪ ‬ﻜﺄﺩﺍﺓ ﻝﺘﻁﻭﻴﺭ‬
‫ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻠﻤﻌﻠﻡ‪ ،‬ﻭﺘﺴﺘﻌﺭﺽ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻌﺎﻝﻤﻴﺔ ﻓﻲ‬
‫ﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻭﺘﻨﺘﻬﻲ ﺒﺒﻌﺽ ﺍﻝﻤﻼﺤﻅﺎﺕ‬
‫ﻭﺍﻝﺘﻭﺼﻴﺎﺕ‪ ،‬ﻭﺘﺘﻀﻤﻥ ‪ 13‬ﻤﺭﺠﻌﺎﹰ‪.‬‬

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‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪:‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪ ‬ﻭﺫﻝﻙ ﻝﻤﺎ ﻝﻬﺎ‬ ‫ﺘﺤﺴﻴﻥ ‪‬‬
‫ﺍﻝﺘﻌﻠﻴﻡ‪،‬‬ ‫‪‬‬ ‫ﺘﹸﻌﺩ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻠﻤﻌﻠﻡ ﻤﻥ ﺃﺴﺎﺴﻴﺎﺕ‬
‫ﻤﻥ ﺃﻫﻤﻴﺔ ﺒﺎﻝﻐﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻠﻤﻌﻠﻡ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﺘﻌﻠﻡ ﺠﻤﻴﻊ ﺍﻝﺘﻼﻤﻴﺫ‬
‫ﻝﻠﻤﻬﺎﺭﺍﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻬﻡ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺘﺤﻘﻴﻕ "ﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻡ"‪ .‬ﻭﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻫﻲ ﺍﻝﻤﻔﺘﺎﺡ ﺍﻷﺴﺎﺴﻲ ﻻﻜﺴﺎﺏ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﺴﻭﺍﺀ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺭﺴﻤﻴﺔ‪ ،‬ﺃﻭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻌﻠﻡ‬
‫ﺍﻝﺫﺍﺘﻲ‪.‬‬
‫ﻭﺃﻤﺎﻡ ﺃﻫﻤﻴﺔ ﺘﺤﻘﻴﻕ ﺍﻝﻨﻤﻭ ﺍﻝﻤﻬﻨﻲ ﻝﻠﻤﻌﻠﻡ ﻴﺼﺒﺢ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺘﻨﻅﻴﻡ‬
‫ﺒﺭﺍﻤﺞ ﻭﺃﻨﺸﻁﺔ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻝﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﺨﺘﻼﻑ ﻤﺴﺘﻭﻴﺎﺘﻬﻡ‬
‫ﺍﻝﻤﻬﻨﻴﺔ ﻭﺘﺨﺼﺼﺎﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻫﻨﺎ ﺘﺼﺒﺢ ﻤﺭﺍﻜﺯ ﺍﻝﺘﺩﺭﻴﺏ ﻋﺎﺠﺯﺓ ﻋﻥ ﺍﺴﺘﻘﺒﺎل‬
‫ﺃﻻﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺒﺭﺍﻤﺞ ﻤﺴﺘﻤﺭﺓ ﺫﺍﺕ ﻜﻔﺎﺀﺓ ﻋﺎﻝﻴﺔ‪ ،‬ﻝﺫﺍ ﻴﺼﺒﺢ "ﺍﻝﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌﺩ"‬
‫ﻓﺭﺼﺔ ﻜﺒﻴﺭﺓ ﻝﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺏ ﻤﺘﻨﻭﻋﺔ ﻭﻤﺘﺠﺩﺩﺓ ﺒﺎﺴﺘﻤﺎﺭ ﻭﺒﺘﻜﺎﻝﻴﻑ‬
‫ﺍﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﺩﻭﻥ ﺍﻝﺘﻀﺤﻴﺔ ﺒﺠﻭﺩﺓ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ‪.‬‬

‫ﻭﻴﻤﺜل ﺍﻝﺘﺩﺭﻴﺏ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ”‪ “online‬ﻨﺎﻓﺫﺓ ﻤﺘﺠﺩﺩﺓ ﻝﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ‬


‫ﻭﺃﻨﺸﻁﺔ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺫﺍﺕ ﺍﻝﻜﻔﺎﺀﺓ ﺍﻝﻌﺎﻝﻴﺔ‪ ،‬ﻤﻊ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻝﻤﺩﺭﺏ‬
‫ﻭﺍﻝﻤﺘﺩﺭﺏ ﺇﻝﻰ ﺠﺎﻨﺏ ﺘﻁﻭﻴﺭ ﻤﺤﺘﻭﻯ ﺍﻝﺘﺩﺭﻴﺏ ﺒﺎﺴﺘﻤﺭﺍﺭ‪.‬‬

‫ﻤﻥ ﻫﻨﺎ ﺘﺄﺘﻲ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﻓﻲ ﻓﺎﻋﻠﻴﺔ ﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻠﻤﻌﻠﻡ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﺍﻝﺘﺠﻭل ﻓﻲ ﺍﻝﺼﻔﺤﺎﺕ ﺍﻻﻝﻴﻜﺘﺭﻭﻨﻴﺔ ﻭﺍﻝﺒﺤﺙ ﻋﻥ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﻤﺤﺩﺩﺓ ﻤﻥ ﺨﻼل ﺁﻻﺕ ﺍﻝﺒﺤﺙ ‪ ،Search engines‬ﻭﻨﻘل ﺍﻝﻤﻠﻔﺎﺕ‪،‬‬
‫ﺇﻝﻰ ﺠﺎﻨﺏ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻡ ﻋﻠﻰ ﺘﺼﻤﻴﻡ ﻭﺍﻨﺸﺎﺀ ﺍﻝﻤﻭﺍﻗﻊ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻴﻨﺸﺭ‬
‫ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻴﺩﻫﺎ‪ ،‬ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺘﺎﺤﺔ‪،‬‬
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‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﻭﺘﻼﻤﻴﺫﻩ ﻭﺯﻤﻼﺅﻩ‬
‫‪‬‬
‫‪ ‬‬
‫ﻭﻴﻤﻜﻥ ﻤﻥ ﺨﻼل ﺍﻝﻤﻭﻗﻊ ﺃﻥ ﻴﺘﻡ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺒﺎﺸﺭ ﺒﻴﻥ ‪‬‬
‫ﺍﻝﻤﻌﻠﻡ‬
‫‪‬‬
‫‪  ‬‬
‫‪‬‬
‫ﺃﻭ ﻤﻥ ﺨﻼل ﺍﻝﺒﺭﻴﺩ ﺍﻻﻴﻜﺘﺭﻭﻨﻲ‪.‬‬

‫ﻭﻴﺫﺨﺭ ﺍﻷﺩﺏ ﺍﻝﺘﺭﺒﻭﻱ ﺒﺩﺭﺍﺴﺎﺕ ﻭﺘﺠﺎﺭﺏ ﺭﺍﺌﺩﺓ ﻓﻲ ﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ‬


‫ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻭﻤﻥ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ ﻤﺎ ﻴﻠﻲ‪:‬‬

‫♦ درا  )‪( Carboni, L.W ,1999‬‬


‫ﻋﻥ ﺩﻭﺭ ﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺩﻋـﻡ ﺍﻝﺘﻨﻤﻴـﺔ ﺍﻝﻤﻬﻨﻴـﺔ‬
‫ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺃﺜﺭ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﻠـﻰ ﺍﻹﻨﺘﺭﻨـﺕ ﻓـﻲ‬
‫ﺘﺩﻋﻴﻡ ﻤﻤﺎﺭﺴﺎﺕ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻭﻫـﺫﻩ‬
‫ﺍﻝﻭﺭﻗﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻜﺎﻨﺕ ﺇﻁﺎﺭﺍ ﻝﺩﺭﺍﺴﺘﻪ ﻝﻠﺩﻜﺘﻭﺭﺍﻩ ﺍﻝﺘﻲ ﻗﺩﻤﻬﺎ ﻋﺎﻡ ‪ 2003‬ﺒﺠﺎﻤﻌـﺔ‬
‫ﻨﻭﺭﺙ ﻜﺎﺭﻭﻝﻴﻨﺎ‪.‬‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ )‪ (14‬ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻝﻠـﺼﻑ‬
‫ﺍﻝﺜﺎﻝﺙ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻤﻥ ﺜﻼﺙ ﻤﺩﺍﺭﺱ ﺃﺨﺫﻭﺍ ﻭﻗﺕ ﻓـﻲ ﻤﻨﺘـﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗـﺸﺔ ﻋﻠـﻰ‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪ .‬ﻭﻗﺩ ﺘﻡ ﺒﻨﺎﺀ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﺤﻭل‪:‬ﻤﺸﺎﺭﻜﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﺍﻝﻤﻨﺎﻗـﺸﺔ‪،‬‬
‫ﺭﺅﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻥ ﺘﺩﺭﻴﺱ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﺎ ﻴﻠﻲ ‪:‬‬
‫ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ ﻴﺩﻋﻡ ﺒـﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴـﺔ ﺍﻝﻤﻬﻨﻴـﺔ‬
‫ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻤﻥ ﺤﻴﺙ‪:‬‬
‫‪ -‬ﺘﻭﻀﻴﺢ ﺘﺒﺎﺩل ﺭﺅﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫‪ -‬ﻨﺸﺭ ﺭﻭﺡ ﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻨﻬﻡ ﺒﺼﻭﺭﺓ "ﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻡ"‪.‬‬

‫♦ درا  ) ا'*) ( ' ا&‪(2001، $%‬‬

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‫‪‬‬
‫‪‬‬
‫ﺒﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‬
‫‪‬‬‫‪‬‬‫ﻋﻥ ﺒﺭﻨﺎﻤﺞ ﻤﻘﺘﺭﺡ ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻴﺩﻴﻥ ﻭﺍﻝﻤﺩﺭﺴﻴﻥ ‪ ‬‬
‫ﺍﻝﻤﺴﺎﻋﺩﻴﻥ‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﻻﺤﺘﻴﺎﺠـﺎﺘﻬﻡ‬ ‫ﺎ‬
‫ﹰ‬ ‫ﻭﻓﻘـ‬ ‫ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﻋﻠﻲ ﺒﻌﺽ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺸﺒﻜﺔ‬
‫ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺘﺼﻤﻴﻡ ﺒﺭﻨﺎﻤﺞ ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻴﺩﻴﻥ ﻭﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻝﻤﺴﺎﻋﺩﻴﻥ‬
‫ﻋﻠﻲ ﺒﻌﺽ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﻓﻘﺎﹰ ﻻﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻁﺎﻗﺔ ﻝﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺘﺩﺭﻴﺒﻴـﺔ ‪ ،‬ﻭﺍﺨﺘﺒـﺎﺭ ﺃﺩﺍﺀ ﺒﻌـﺽ‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻭﺍﺨﺘﺒﺎﺭ ﺃﺩﺍﺀ ﺒﻌﺽ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻹﻨﺘﺭﻨﺕ ‪ .‬ﻭﺃﻋـﺩ‬
‫ﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻘﺒﻠﻴﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠـﻲ ﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺸﺒﻜﺔ ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ ‪:‬‬
‫‪ -‬ﺍﺤﺘﻴﺎﺝ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺇﻝﻰ ﺘﺩﺭﻴﺏ ﻋﻠﻲ ‪ :‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ – ﺍﻝﺒﺤﺙ ﻋﻥ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ – ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ – ﺘﺼﻤﻴﻡ ﺼـﻔﺤﺎﺕ‬
‫ﺇﻝﻴﻜﺘﺭﻭﻨﻴﺔ ‪.‬‬
‫‪ -‬ﻴﻔﻀل ﻤﻌﻅﻡ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺘﻨﻔﻴﺫ ﺍﻝﺒﺭﻨـﺎﻤﺞ ﺍﻝﺘـﺩﺭﻴﺒﻲ ﺨـﻼل ﺍﻹﺠـﺎﺯﺓ‬
‫ﺍﻝﺼﻴﻔﻴﺔ ‪.‬‬
‫‪ -‬ﻴﻔﻀل ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺘﻨﻔﻴﺫ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺒﺄﺴﺎﻝﻴﺏ ﺍﻝﻤﺤﺎﻀﺭﺓ ﻭﺍﻝﻤﻨﺎﻗـﺸﺔ ﺜـﻡ‬
‫ﺒﻴﺎﻥ ﻋﻤﻠﻲ ﺘﻭﻀﻴﺤﻲ ﻭﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﺫﺍﺘﻴﺔ ‪ ،‬ﻭﺃﻥ ﻴﻜـﻭﻥ ﺍﻝﺘﻘـﻭﻴﻡ ﺒﺎﻻﺨﺘﺒـﺎﺭ‬
‫ﺍﻝﻌﻤﻠﻲ ﻭﺃﻥ ﻴﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻝﻤﺘﺩﺭﺒﻴﻥ ﻭﻓﻕ ﻤﺠﻤﻭﻋﺎﺕ ﻤﺘﺠﺎﻨﺴﺔ ﻤﻥ )‪( 10 -5‬‬
‫ﻭﺃﻥ ﻴﺘﻡ ﺘﻭﺯﻴﻊ ﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺇﻋﻼﻥ ﺃﻫﺩﺍﻓﻪ ﻗﺒل ﺒﺩﺍﻴﺘﻪ ‪.‬‬
‫ﻭﺠﻭﺩ ﻓﺎﻋﻠﻴﺔ ﻝﻠﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻲ ﺍﻝﻤﻘﺘﺭﺡ ﻓﻲ ﺘﺩﺭﻴﺏ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺒﺤﺙ ﻋﻠﻲ‬ ‫‪-‬‬
‫ﺒﻌﺽ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﻤﻨﻬﺎ ) ﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ – ﺍﻝﺒﺭﻴـﺩ‬
‫ﺍﻹﻝﻜﺘﺭﻭﻨﻲ – ﺒﺭﺍﻤﺞ ﺘﺼﻔﺢ ﺍﻝﺸﺒﻜﺔ – ﻤﻘﺩﻤﺔ ﻨﻅﺭﻴﺔ – ﻨﻘل ﺍﻝﻤﻠﻔﺎﺕ ( ﺒﻨﺴﺒﺔ‬
‫ﻤﺌﻭﻴﺔ ﻝﻠﻜﺴﺏ ﺘﺯﻴﺩ ﻋﻥ ‪.%30‬‬

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‫‪‬‬
‫‪‬‬
‫ﺍﺴـﺘﺨﺩﺍﻤﺎﺕ‬ ‫ﻭﺠﻭﺩ ﻜﻔﺎﺀﺓ ﻝﻠﺒﺭﻨﺎﻤﺞ ﻓﻲ ﺘﺩﺭﻴﺏ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺒﺤﺙ ‪‬‬
‫ﻋﻠﻲ‪ ‬‬
‫ﺒﻌﺽ‪‬‬
‫ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﺒﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻓﻲ ﺍﻝﺠﺎﻨـﺏ ﺍﻝﻤﻌﺭﻓـﻲ ‪ ‬‬
‫‪‬‬
‫‪-‬‬
‫‪‬ﻱ ﺒﻨـﺴﺒﺔ‬‫‪‬‬‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫ﻭﺍﻝﻤﻬـﺎﺭ‬
‫)‪ (80/100‬ﺒﺎﺴﺘﺜﻨﺎﺀ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﻬﺎﺭﻱ ﺍﻝﻤﺘﻌﻠﻕ ﺒﻨﻘل ﺍﻝﻤﻠﻔﺎﺕ ﺤﻴـﺙ ﺒﻠﻐـﺕ‬
‫ﻜﻔﺎﺀﺓ ﺍﻝﺒﺭﻨﺎﻤﺞ )‪. ( 80/65‬‬

‫♦ درا  ) ( ‪ ( +‬ا‪(2001 ، ,‬‬


‫ﻋﻥ ﺍﻝﺩﻭﺭ ﺍﻝﻤﺴﺘﻘﺒﻠﻲ ﻝﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺏ ﻤﻌﻠﻤﻲ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘـﺩﺍﺌﻲ ﻓـﻲ‬
‫ﻀﻭﺀ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺠﺩﻴﺩﺓ‪.‬‬

‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻭﻀﻊ ﻤﻘﺘﺭﺤﺎﺕ ﻭﺘﻭﺼﻴﺎﺕ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻝﻬﺎ ﺒﻠـﻭﺭﺓ‬


‫ﺘﺼﻭﺭ ﻤﻘﺘﺭﺡ ﻴﺘﻴﺢ ﻝﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﺩﻭﺭ ﺍﻝﻤﺄﻤﻭل ﻤﻨﻬﺎ ﻓﻲ ﺘﺩﺭﻴﺏ ﻤﻌﻠﻤـﻲ‬
‫ﺍﻝﻤﺭﺤﻠﺘﻴﻥ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻭﺍﻹﻋﺩﺍﺩﻴﺔ ﻓﻲ ﺩﻭﻝﺔ ﻗﻁﺭ‪.‬‬

‫ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﻝﻭﺼﻑ ﻭﺍﻗﻊ ﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﺩﺭﻴﺏ ﻓـﻲ‬


‫ﺩﻭﻝﺔ ﻗﻁﺭ ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺃﻫﻡ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻋﻠﻰ ﻗﻀﻴﺔ ﺍﺨﺘﻴﺎﺭ‬
‫ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻜﻤﺅﺴﺴﺔ ﺘﺭﺒﻭﻴﺔ ﻝﺘﻭﻝﻰ ﻋﻤﻠﻴﺔ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺩﻭﻝﺔ ﻗﻁﺭ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ‪:‬‬

‫• ﺘﻘﺩﻴﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺘﻭﺼﻴﺎﺕ ﻭﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻤﻨﻬﺎ‪:‬‬


‫‪ -‬ﺇﻨﺸﺎﺀ ﻤﺭﻜﺯ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻴﺘﺒﻊ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪.‬‬
‫‪ -‬ﺭﻓﻊ ﻜﻔﺎﺀﺓ ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺏ‪.‬‬
‫‪ -‬ﺇﺯﺍﻝﺔ ﺍﻝﺤﻭﺍﺠﺯ ﺒﻴﻥ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﻤﺎ ﻴﺘﻴﺢ ﻝﻠﻤﻌﻠﻤـﻴﻥ‬
‫ﺍﻝﻌﻭﺩﺓ ﻝﻠﺠﺎﻤﻌﺔ ﻤﺘﻰ ﺴﻤﺤﺕ ﻅﺭﻭﻓﻬﻡ ﻝﻼﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﺠﻬﻴﺯﺍﺘﻬﺎ ﻓﻲ ﻀﻭﺀ ﺒﺭﺍﻤﺞ‬
‫ﻤﻨﻅﻤﺔ‪.‬‬
‫‪ -‬ﺍﻨﺘﻘﺎﺀ ﺒﻌﺽ ﺍﻝﻤﺩﺍﺭﺱ ﻝﺘﻜﻭﻥ ﺘﺠﺭﻴﺒﻴﺔ ﺘﻠﺤﻕ ﺒﻜﻠﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ‪.‬‬
‫‪ -‬ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺨﺎﺼﺔ ﻤﻌﻬﺩ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ‪.‬‬
‫• ﺍﻝﻘﻴﺎﻡ ﺒﻌﺩﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﻤﺜل‪:‬‬
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‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺒﺄﻫﺩﺍﻑ‪ ‬‬
‫‪ -‬ﺘﺤﺩﻴﺩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺒﺎﺴﺘﻤﺭﺍﺭ‪.‬‬

‫‪ -‬ﺇﻋﺩﺍﺩ ﺩﻝﻴل ﺸﺎﻤل ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﺘﻀﻤﻥ ﺍﻝﺘﻌﺭﻑ ‪  ‬‬


‫‪‬‬
‫‪‬‬
‫ﻭﺃﻫﻤﻴﺘﻪ ﻭﻨﺘﺎﺌﺠﻪ‬
‫ﺍﻝﺤﺩﻴﺜـﺔ ﻤـﻥ ﺨـﻼل‬ ‫ﺍﻝﺤﺎﻝﻴﺔ ﻭﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺏ‬
‫ﺍﻝﺘﻨﺴﻴﻕ ﻤﻊ ﺍﻝﻤﺭﻜﺯ ﺍﻝﻌﺭﺒﻲ ﻝﻠﺘﺩﺭﻴﺏ ﺍﻝﺘﺭﺒﻭﻱ ﻝﺩﻭل ﺍﻝﺨﻠﻴﺞ‪.‬‬
‫‪ -‬ﻋﻘﺩ ﻝﻘﺎﺀﺍﺕ ﺴﻨﻭﻴﺔ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻤﻨﺎﻗﺸﺔ ﻤﺸﻜﻼﺕ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺘﺼﻤﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻼﺌﻤﺔ‪.‬‬
‫‪ -‬ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺒﻌﺩ‬
‫‪ -‬ﺍﻋﺘﻤﺎﺩ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬

‫♦ درا  )‪( Quesada. A, et al ,2001‬‬


‫ﻋﻥ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺃﺜﺭ ﺘﻘﺩﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‬
‫ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺃﺩﺍﺀ ﺍﻝﻤﻌﻠﻡ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺘﺩﺭﻴﺱ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﻋﺩﺓ ﻤﺩﺍﺭﺱ ﺤﻜﻭﻤﻴﺔ ﻓﻲ ﺸﻤﺎل‬
‫ﺸﺭﻕ ﻭﻻﻴﺔ ﺃﻭﻫﺎﻴﻭ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻜﻌﻴﻨﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻗﺩ ﺼﻤﻡ ﻤﻭﻗﻊ ﻝﻠﻤﺸﺭﻭﻉ‬
‫ﺒﺎﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺠﺎﻤﻌﺔ ‪ Akron‬ﻝﺘﻘﺩﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻤﻥ ﺨﻼل ﺍﻻﻨﺘﺭﻨﺕ‪،‬‬
‫ﻭﺘﻡ ﺘﻘﺩﻴﻡ ﺩﺭﻭﺱ ﻤﺘﻨﻭﻋﺔ ﻓﻲ ﺍﻝﻤﻭﻗﻊ ﻜﺄﻤﺜﻠﺔ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺃﻥ ﺘﻘﺩﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﺴﺎﻫﻡ ﻓﻲ ﺒﻨﺎﺀ ﻤﺠﺘﻤﻊ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‬
‫ﺍﻝﺘﺨﻴﻠﻲ‪ ،‬ﻭﻓﻲ ﺇﻗﺎﻤﺔ ﻋﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺩﻭﻥ ﺤﻭﺍﺠﺯ ﻝﻠﺯﻤﺎﻥ ﺃﻭ ﺍﻝﻤﻜﺎﻥ‪.‬‬
‫ﺃﻥ ﺘﻘﺩﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﺴﺎﻫﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ‬
‫ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺘﺩﺭﻴﺱ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻓﻲ ﺍﻝﻔﺼﻭل‪.‬‬
‫♦ درا  )‪( Boling, Charlotte Jones, C.J,2002‬‬

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‫‪‬‬
‫‪‬‬ ‫ﻋﻥ‪:‬ﻜﻴﻑ ﻴﺩﻋﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ‪ ‬‬
‫ﺘﻐﻴﻴﺭ‪‬‬
‫ﺍﻝﻤﻌﻠﻡ ؟‬
‫ﻋﺒﺭ‪ ‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺒﺤﺙ ﺍﺜﺭ ﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‪  ‬‬
‫‪‬‬
‫ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺎﺭﻑ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍ ‪‬‬
‫ﺍﻹﻨﺘﺭﻨـﺕ ﻋﻠـﻰ‬
‫ﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬
‫ﻗﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺭﻨﺎﻤﺞ ﻝﻠﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﺠﻤﻭﻋـﺔ ﻤـﻥ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻋﺒـﺭ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻴﺘﻀﻤﻥ ﻤﻭﻀـﻭﻋﺎﺕ ﻋـﻥ ﺨـﺭﺍﺌﻁ ﺍﻝﻤﻔـﺎﻫﻴﻡ‪ ،‬ﻭﺨـﺭﺍﺌﻁ ﺍﻝﻜﻠﻤـﺎﺕ‪،‬‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺨﺭﺍﺌﻁ ﺍﻝﻘﻭﺍﻋﺩ ﻭﺍﻝﻨﺤﻭ‪ ،‬ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻝﻠﺘﻌﻠﻡ‪ ،‬ﻭﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻭﺒﻌﺽ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻝﻠﺘﻘﻭﻴﻡ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ‪:‬‬
‫• ﺇﺜﺭﺍﺀ ﻤﻌﺎﺭﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﺩﺭﺍﺴـﻲ ﻭﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻤﻌﺭﻓﻴﺔ‪.‬‬
‫• ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻹﻨﺘﺭﻨﺕ ﺸﺠﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ ﻋﺒﺭ‬
‫ﺍﻹﻨﺘﺭﻨﺕ‪.‬‬
‫• ﺃﻥ ﺍﻝﺘﻌﻠﻡ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﺃﺩﺍﺓ ﻤﻴﺴﻭﺭﺓ ﻝﺘﻘـﺩﻴﻡ ﺒـﺭﺍﻤﺞ ﻝﻠﺘﻨﻤﻴـﺔ‬
‫ﺍﻝﻤﻬﻨﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‪.‬‬

‫♦ درا  )‪( Zahner,J,2002‬‬


‫ﻋﻥ ﺇﺩﺍﺭﺓ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻴﻜﺘﺭﻭﻨﻲ ﻜﻨﻤﻭﺫﺝ ﻝﻠﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ‪ :‬ﺘﺤﺩﻴﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﻭﺍﻝﺘﻌﻠﻡ ﺍﻹﻝﻴﻜﺘﺭﻭﻨﻲ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻨﺎﻗﺸﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﻝﺘﻘﺩﻴﻡ ﺒﺭﻨﺎﻤﺞ ﻝﻠﺘﻨﻤﻴﺔ‬
‫ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -‬ﻓﺎﻋﻠﻴﺔ ﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﺒﻴﻥ ﺇﺩﺍﺭﺓ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺘﻘﺩﻴﻡ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫♦ درا  )‪(Chen,Yi-wen,2003‬‬

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‫ﻋﻥ ﺍﻝﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌﺩ ﻜﻁﺭﻴﻘﺔ ﻝﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‬
‫ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﺘﺎﻴﻭﺍﻥ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪.‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻲ ﻓﺤﺹ ﺃﺜﺭ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﺫﺍﺘﻴﺔ ﻓﻲ ﻤﺸﺭﻭﻉ ﺍﻝﺘﻌﻠﻴﻡ ﻋﻥ ﺒﻌـﺩ‬
‫ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ ﺒﺘﺎﻴﻭﺍﻥ ﻓـﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺴﻁﻭﺍﻨﺎﺕ ﺍﻝﻠﻴﺯﺭ ‪. CD-ROM‬‬
‫ﻭﻗﺩ ﺭﻜﺯﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻲ ﺯﻴﺎﺩﺓ ﻜﻔﺎﻴـﺎﺕ ﺍﻝﻤﻌﻠﻤـﻴﻥ‪ ،‬ﻭﺍﻝﺩﺍﻓﻌﻴـﺔ ﻭﺍﻹﺒـﺩﺍﻉ‪،‬‬
‫ﻭﺘﻁﺒﻴﻕ ﺒﺭﺍﻤﺞ ﺍﻝﺠﺩﺍﻭل ﺍﻝﺤﺴﺎﺒﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﻜﺸﻔﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻻﺴـﺘﺨﺩﺍﻡ ﺍﻝﻔﻌﻠـﻲ‬
‫ﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻝﻌﻭﺍﺌﻕ ﺍﻝﺘﻲ ﺘﻤﻨﻌﻬﻡ ﻤﻥ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻲ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺼﻤﻴﻡ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺒﺎﺨﺘﺒﺎﺭ ﺒﻌﺩﻱ ﻓﻘﻁ‪ ،‬ﻭﺘﻡ ﺘﻘﺴﻴﻡ‬
‫‪ 100‬ﻤﻌﻠﻡ ﻤﻥ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺄﺤـﺩ ﻤﻨـﺎﻁﻕ ﺍﻝـﻀﻭﺍﺤﻲ ﺒﺘـﺎﻴﻭﺍﻥ‪ ،‬ﺇﻝـﻰ‬
‫ﻤﺠﻤﻭﻋﺘﻴﻥ ﺘﺠﺭﻴﺒﻴﺔ ﻭﻀﺎﺒﻁﺔ‪.‬‬
‫ﻭﻗﺩ ﺘﺩﺭﺒﺕ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﺴﻁﻭﺍﻨﺎﺕ ﺍﻝﻠﻴﺯﺭ )‪(CD-ROM‬‬
‫ﻝﻤﺩﺓ ﺃﺴﺒﻭﻋﻴﻥ‪ ،‬ﻭﺘﺩﺭﺒﺕ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺒﺩﻭﻥ ﺍﻻﺴـﻁﻭﺍﻨﺎﺕ ﻭﻝـﻡ ﺘـﺴﺘﻠﻡ‬
‫ﺍﻻﺴﻁﻭﺍﻨﺎﺕ ﺤﺘﻰ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻝﺘﺩﺭﻴﺏ‪ .‬ﻭﺒﻌﺩ ﻤﻀﻲ ﺃﺴﺒﻭﻋﻴﻥ ﻁﻠﺏ ﻤﻥ ﻜل ﻤﻌﻠـﻡ‬
‫ﻓﻲ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺃﻥ ﻴﻜﻤل ﺍﺴﺘﺒﻴﺎﻥ ﺘﻘﻴﻴﻡ ﺫﺍﺘﻲ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﺎﻴﻠﻲ‪:‬‬
‫‪ -‬ﺃﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﺴﺘﺨﺩﻤﻭﺍ ﺒﺭﺍﻤﺞ ﺘﻨﺴﻴﻕ ﺍﻝﻨـﺼﻭﺹ‬
‫)ﺍﻝﻭﺭﺩ(‪ ،‬ﻭﺍﻝﺠﺩﺍﻭل ﺍﻝﺤﺴﺎﺒﻴﺔ ‪ ،‬ﻭﺘﺼﻔﺢ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﺒﺭﺍﻤﺞ ﺍﻝﺘﻭﺍﺼل ﻭﺍﻝﺩﺭﺩﺸـﺔ‬
‫)‪ (Chat‬ﺒﺤﺭﻴﺔ‪ ،‬ﻭﺒﺼﻭﺭﺓ ﺭﺌﻴﺴﻴﺔ ﻝﻜﺘﺎﺒﺔ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺤـﺴﺎﺏ ﺩﺭﺠـﺎﺕ‬
‫ﺍﻝﻁﻼﺏ‪ ،‬ﻭﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﻋﻠﻲ ﺍﻹﻨﺘﺭﻨﺕ‪ ،‬ﻭﺍﻝﺘﻭﺍﺼل ﻭﺍﻝﺩﺭﺩﺸﺔ ﻤﻊ‬
‫ﺍﻝﺯﻤﻼﺀ ﻭﺍﻝﻁﻼﺏ‪ .‬ﻭﻤﻌﻅﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻜﺎﻨﻭﺍ ﺸﻐﻭﻓﻴﻥ ﻭﻤﺘـﺸﻭﻗﻴﻥ ﻝـﺘﻌﻠﻡ ﻜﻴﻔﻴـﺔ‬
‫ﺍﻝﺘﺩﺭﻴﺱ ﺒﺎﻝﻜﻤﺒﻴﻭﺘﺭ‪ ،‬ﻓﻠﻘﺩ ﻜﺎﻨﻭﺍ ﻤﺤﺭﻭﻤﻴﻥ ﻤﻥ ﺫﻝﻙ ﺒﺴﺒﺏ ﻗﻠﺔ ﺍﻝﻭﻗﺕ ﻭﺍﻝﻤﻭﺍﺭﺩ‬
‫ﺍﻝﻤﺎﻝﻴﺔ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻭﺍﻝﻤﻘﺎﻁﻌﺎﺕ ‪ ،‬ﻭﺒﻌﺽ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺫﺍﺕ ﺍﻝﻌﻼﻗﺔ‪.‬‬

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‫‪ -‬ﺃﻥ ﻤﺸﺭﻭﻉ ﺍﺴﻁﻭﺍﻨﺎﺕ ﺍﻝﻠﻴﺯﺭ)‪ (CD-ROM‬ﻁﻭﺭ ﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ‪،‬‬
‫ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ‪ ،‬ﻭﺩﺍﻓﻌﻴﺘﻬﻡ‪ ،‬ﻭﻗﺩﺭﺘﻬﻡ ﻋﻠﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺠﺩﺍﻭل ﺍﻝﺤﺴﺎﺒﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺱ‬
‫)ﺍﻻﺤﺘﻤﺎل‪ ،‬ﻭﺍﻹﺤﺼﺎﺀ‪ ،‬ﻭﺍﻝﺩﻭﺍل ﺍﻝﺭﻴﺎﻀﻴﺔ(‪ ،‬ﻭﻓﻲ ﺤﺴﺎﺏ ﺍﻝﻨﺘﺎﺌﺞ‬
‫‪ -‬ﺘﻌﺎﻤل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻊ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻝﻴﻨﺎﻝﻭﺍ ﻤﻌﺭﻓﺔ ﻭﻗﺩﺭﺓ ﺃﻜﺒﺭ ﻋﻠﻲ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ‪.‬‬
‫‪ -‬ﺘﻘﻭﻴﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﻤﺸﺭﻭﻉ ﺃﻭﻀﺢ ﺃﻨﻬﻡ ﻓﻀﻠﻭﺍ ﻤﺤﺘﻭﻱ ﻭﺘﺼﻤﻴﻡ ﺍﻻﺴﻁﻭﺍﻨﺎﺕ‬
‫)‪ (CD-ROM‬ﻋﻠﻲ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﻌﺎﺩﻴﺔ ﻝﻠﺘﺩﺭﻴﺏ‪.‬‬

‫♦ درا  )‪(Carboni,L.W,2003‬‬
‫ﻋﻥ ﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻭﺍﻝﺤﻭﺍﺭ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻜﺴﻴﺎﻕ ﻝﻠﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺒﺤﺙ ﺃﺜﺭ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻭﺍﻝﺤﻭﺍﺭ ﻋﺒﺭ‬
‫ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺩﻋﻡ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬
‫ﺸﺎﺭﻙ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ‪ 14‬ﻤﻌﻠﻡ ﺭﻴﺎﻀﻴﺎﺕ ﻝﻠﺼﻑ ﺍﻝﺜﺎﻝﺙ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻓﻲ ﻤﻨﺘﺩﻯ‬
‫ﻤﻨﺎﻗﺸﺔ ﻋﻠﻲ ﺍﻹﻨﺘﺭﻨﺕ ﻝﻤﺩﺓ ‪ 8‬ﺸﻬﻭﺭ ‪ ،‬ﻭﺍﻋﺘﻤﺩ ﻋﻠﻲ ﻤﺸﺎﺭﻜﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ‬
‫ﻭﻤﻨﺎﻗﺸﺎﺘﻬﻡ ﻭﺘﺄﻤﻼﺕ ﻓﻲ ﺘﻌﻠﻴﻡ ﻭﺘﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬
‫ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻔﺤﺹ ‪:‬‬
‫‪ .1‬ﻨﻤﻁ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻤﻨﺘﺩﻯ ﺍﻝﻤﻨﺎﻗﺸﺔ‬
‫‪ .2‬ﻁﺒﻴﻌﺔ ﺍﻝﺤﻭﺍﺭ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﺜﻨﺎﺀ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻤﺜل ﺍﺭﺘﺒﺎﻁ ﺘﻌﻠﻴﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‬
‫ﺍﻝﻘﺎﺌﻡ ﻋﻠﻲ ﺍﻝﺘﻐﻴﻴﺭ ﻭﺍﻝﺘﻁﻭﻴﺭ‬
‫‪ .3‬ﺘﺤﺩﻴﺩ ﻨﻤﻁ ﺍﻝﻤﺸﺎﺭﻜﺎﺕ ﻓﻲ ﺍﻝﻤﻨﺘﺩﻯ ﺍﻝﺘﻲ ﺘﺩﻋﻡ ﺘﻁﻭﻴﺭ ﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻡ ﺒﻴﻥ‬
‫ﺍﻝﻤﺸﺎﺭﻜﻴﻥ‪.‬‬
‫ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺸﺨﺼﻴﺔ ﻤﻊ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ‪ ،‬ﻭﺍﺴﺘﺒﻴﺎﻥ ﻋﻥ‬
‫ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﻗﺒل ﻭﺒﻌﺩ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﺒﺭﻨﺎﻤﺞ‪ .‬ﻗﺒل ﻭﺒﻌﺩ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﺒﺭﻨﺎﻤﺞ‪ ،‬ﻭﻜﺫﻝﻙ‬
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‫ﺍﺴﺘﺨﺩﻡ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻝﺘﺤﻠﻴل )‪ (578‬ﺭﺴﺎﻝﺔ ﺃﺭﺴﻠﺕ ﻝﻠﻤﻨﺘﺩﻯ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ‬
‫ﻤﻥ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺘﺤﻭل ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﻌﺎﻤﺔ ﻓﻲ ﺤﻭﺍﺭﻫﻡ ﻋﻥ ﺘﻌﻠﻴﻡ‬ ‫‬

‫ﻭﺘﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺍﻝﻰ ﻤﺸﺎﺭﻜﺎﺕ ﺘﻔﺼﻴﻠﻴﺔ ﻋﻥ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬


‫ﺍﻝﺘﺩﺭﻴﺴﻴﺔ ﺍﻝﺘﺨﺼﺼﻴﺔ ﻭﺘﻨﺎﻭل ﺤﻭﺍﺭﻫﻡ ﺍﻝﻤﻬﺎﻡ ﺍﻝﺸﺎﺌﻌﺔ ﻤﻊ ﺘﻼﻤﻴﺫﻫﻡ‪.‬‬
‫ﻗﺎﻡ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺘﺤﺩﻴﺩ ﺘﻭﺠﻬﺎﺕ ﺍﻝﻤﻨﺘﺩﻯ ﻝﺘﺨﺩﻡ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻬﻤﺔ ﺒﺎﻝﻨﺴﺒﺔ‬ ‫‬

‫ﻝﻬﻡ‪.‬‬
‫ﺘﻤﺕ ﻤﻨﺎﻗﺸﺔ ﺍﻝﺴﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ ﻝﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻡ‪.‬‬ ‫‬

‫ﺘﺒﻴﻥ ﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺘﺎﺡ ﻝﻠﻤﻌﻠﻤﻴﻥ ﻝﻠﻤﻨﺎﻗﺸﺔ ﻭﺍﻝﺤﻭﺍﺭ‪.‬‬ ‫‬

‫ﻭﺠﻭﺩ ﺃﺜﺭ ﻜﺒﻴﺭ ﻻﺴﺘﺨﺩﺍﻡ ﻤﻨﺘﺩﻯ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﺘﻨﻤﻴﺔ‬ ‫‬

‫ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻭﻗﺩ ﻗﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﺩﺓ‬


‫ﺒﺤﻭﺙ ﻤﻘﺘﺭﺤﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻹﻨﺘﺭﻨﺕ‪.‬‬

‫♦ درا  )‪(Hovermill, J.A,2003‬‬


‫ﻋﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻤﺸﺭﻭﻉ ﻝﻠﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ‪ :‬ﺘﻘﺩﻴﻡ ﻤﺸﺭﻭﻉ ﻝﻠﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺒﺭﺍﻤﺞ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﻓﻲ ﺘﺩﺭﻴﺱ ﻤﻨﻬﺞ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺜﻼﺜﺔ ﻤﻌﻠﻤﻴﻥ ﻝﻠﺭﻴﺎﻀﻴﺎﺕ ﻜﻤﺠﻤﻭﻋﺔ‬
‫ﻝﻠﺒﺤﺙ‪ ،‬ﻭﺘﻡ ﻓﺤﺹ ﻓﻬﻤﻬﻡ ﻭﻤﻤﺎﺭﺴﺘﻬﻡ ﻝﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﻭﻓﻥ ﺍﻝﺘﺩﺭﻴﺱ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﻝﻤﺩﺓ ﺃﺴﺒﻭﻉ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﺤﻘﻕ ﺇﻁﺎﺭ ﻤﻔﺎﻫﻴﻤﻲ ﻝﺒﻴﺌﺔ ﺘﻌﻠﻡ‬ ‫‬

‫ﻓﻌﺎﻝﺔ‪.‬‬

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‫ﺃﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﻅﻬﺭﻭﺍ ﻓﻬﻤﹰﺎ ﻜﺒﻴﺭﹰﺍ ﻭﻤﻤﺎﺭﺴﺎﺕ ﻗﻭﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺜﻼﺜﺔ‪:‬‬ ‫‬

‫ﺍﻝﻤﺤﺘﻭﻯ‪ ،‬ﻓﻥ ﺍﻝﺘﺩﺭﻴﺱ‪ ،‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪.‬‬


‫ﺃﻥ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﺘﻀﻤﻥ ﻤﻌﺎﺭﻑ ﻭﻤﻤﺎﺭﺴﺎﺕ‬ ‫‬

‫ﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺤﺘﻭﻯ ﻭﻓﻥ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪.‬‬

‫♦ درا  )‪(Coffman,Teresa,2004‬‬
‫ﻋﻥ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻭﻨﻘل ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺴﺘﻔﺎﺩﺓ ﺩﺍﺨل ﺍﻝﺼﻑ‬
‫ﺍﻝﺩﺭﺍﺴﻲ‪.‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻤﺩﻱ ﻨﻘل ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻤﺴﺘﻔﺎﺩﺓ ﻤﻥ‬
‫ﺒﺭﻨﺎﻤﺞ ﻝﻠﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺘﺨﻴﻠﻲ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﺇﻝﻰ ﻤﻤﺎﺭﺴﺎﺕ ﺼﻔﻴﺔ‬
‫ﺩﺍﺨل ﺍﻝﻔﺼﻭل‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻘﺎﺒﻼﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ‬
‫ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﺘﺤﺩﻴﺩ ﻤﺩﻯ ﻓﻬﻡ ﺍﻝﺨﺒﺭﺍﺕ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﻤﺸﺎﺭﻜﺔ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻭﻤﺩﻯ ﻨﻘﻠﻬﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺘﻌﻠﻤﺔ ﺇﻝﻰ ﻓﺼﻭﻝﻬﻡ ﺍﻝﺩﺭﺍﺴﻴﺔ‪ .‬ﺇﻝﻰ ﺠﺎﻨﺏ‬
‫ﺘﺤﺩﻴﺩ ﻜﻴﻔﻴﺔ ﺇﺒﺩﺍﻉ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻬﻤﻬﻡ ﺍﻝﺨﺎﺹ ﻝﻤﺎ ﻴﺘﻀﻤﻨﻪ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻲ ﻤﻥ‬
‫ﺨﺒﺭﺍﺕ ﻭﻤﻤﺎﺭﺴﺎﺕ ﻤﺜل ﺘﻨﻅﻴﻡ ﺒﻴﺌﺔ ﺍﻝﺘﻌﻠﻡ‪ .‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻜﻤﻲ‬
‫ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻭﻋﻲ ﻝﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺃﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﺴﺘﺨﺩﻤﻭﺍ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻌﻠﻤﻭﻫﺎ ﻤﻥ‬ ‫‬

‫ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ؛ ﺩﺍﺨل ﻓﺼﻭﻝﻬﻡ ﺍﻝﺩﺭﺍﺴﻴﺔ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪.‬‬


‫ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﻤﻘﺩﻡ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﻴﺩﻋﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﺩﺍﺨل‬ ‫‬

‫ﺍﻝﺘﻌﻠﻡ ﺍﻝﻤﺘﻤﺭﻜﺯﺓ ﺤﻭل ﺍﻝﻤﺘﻌﻠﻡ ﻭﺍﻝﺘﻲ ﺘﺸﺠﻊ ﺍﻻﻜﺘﺸﺎﻑ ﺍﻝﺫﺍﺘﻲ‪،‬‬


‫ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﻌﺎﻝﺔ‪ ،‬ﻭﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺍﻷﻗﺭﺍﻥ ﻭﺍﻝﺨﺒﺭﺍﺀ‪.‬‬
‫ﻼ ﻤﻬﻤﹰﺎ ﻓﻲ ﺒﺭﺍﻤﺞ‬
‫ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﻤﻘﺩﻡ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ ﻴﻌﺩ ﺒﺩﻴ ﹰ‬ ‫‬

‫ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻠﻤﻌﻠﻤﻴﻥ‪.‬‬

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‫♦ درا  ) هم آت‪(2005 ،‬‬
‫ﺘﻨﺎﻭل ﺍﻝﺒﺤﺙ ﺘﺩﺭﻴﺏ ﻤﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ‪،‬‬
‫ﻭﻗﺩﻡ ﺒﺭﻨﺎﻤﺞ ﻝﺘﺩﺭﻴﺏ ﻤﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻻﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻝﻌﺎﻝﻤﻴﺔ ﺍﻝﻤﻌﺎﺼﺭﺓ‪.‬‬
‫ﺤﻴﺙ ﺘﻡ ﺘﺼﻤﻴﻡ ﻨﻤﻭﺫﺝ ﻤﻘﺘﺭﺡ ﻝﺒﻨﺎﺀ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻗﺩﻡ ﻤﻌﺎﻴﻴﺭ ﻝﺒﻨﺎﺀ‬
‫ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺏ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪ ،‬ﺒﻤﺎ ﻴﺤﻘﻕ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ‬
‫ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻭﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻭﻴﺅﺩﻱ ﺇﻝﻰ‬
‫ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻠﻤﻌﻠﻡ‪.‬‬
‫ﻭﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻲ ﻝﻠﻤﻌﻠﻤﻴﻥ ﺒﻁﺭﻴﻘﺔ ﻤﺒﺎﺸﺭﺓ ﻓﻲ ﻤﺭﻜﺯ ﺍﻝﺘﺩﺭﻴﺏ‪،‬‬
‫‪WWW.Geocities.com/arabmath2‬‬ ‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺘﺼﻤﻴﻡ ﻤﻭﻗﻊ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ‪:‬‬
‫ﻭﺘﻘﺩﻴﻡ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻤﻥ ﺨﻼﻝﻪ‪ ،‬ﻭﺘﻡ ﺘﺩﻋﻴﻡ ﺍﻝﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻝﻤﺘﺩﺭﺒﻴﻥ ﻤﻥ ﺨﻼل ﺘﺼﻤﻴﻡ "‬
‫ﻤﺠﻤﻭﻋﺔ ﺩﺭﺍﺴﻴﺔ ﺇﻝﻴﻜﺘﺭﻭﻨﻴﺔ ‪ ،" E- group‬ﺒﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺘﺤﻔﻴﺯ ﺍﻝﻤﻌﻠﻡ ﻝﺘﻁﻭﻴﺭ‬
‫ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻭﺘﺤﻘﻴﻕ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﻤﺴﺘﺩﻴﻤﺔ‪.‬‬

‫ﻭﺘﻭﺼل ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬


‫‪ -1‬ﺃﻥ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﺩﺓ ﻓﻲ ﻀﻭﺀ ﻤﻌﺎﻴﻴﺭ ﻤﺤﺩﺩﺓ ﻭﺘﺴﺘﺨﺩﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﺘﺅﺩﻱ ﺇﻝﻰ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻤﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪ .‬ﻭﻗﺩ ﻴﺭﺠﻊ ﺫﻝﻙ ﺇﻝﻰ‬
‫ﺯﻴﺎﺩﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺃﺜﻨﺎﺀ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﻤﻤﺎﺭﺴﺘﻬﻡ ﻷﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺴﻴﺔ ﺠﺩﻴﺩﺓ‬
‫ﻤﻊ ﻓﺭﺼﺔ ﺘﻁﺒﻴﻘﻬﺎ ﻴﻭﻤﻴﹰﺎ ﺩﺍﺨل ﻓﺼﻭﻝﻬﻡ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺒﺎﺴﺘﻤﺭﺍﺭ‪ ،‬ﻭﻭﺠﻭﺩ ﻤﻭﻗﻊ‬
‫ﻝﻠﺒﺭﻨﺎﻤﺞ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻤﺠﻤﻭﻋﺔ ﻤﻨﺎﻗﺸﺔ ‪ ، E- group‬ﻭﻫﻲ ﺨﺒﺭﺓ ﺠﺩﻴﺩﺓ‬
‫ﻴﻤﺭ ﺒﻬﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻷﻭل ﻤﺭﺓ‪.‬‬
‫‪ -2‬ﻴﻭﺠﺩ ﺃﺜﺭ ﻝﻠﺒﺭﻨﺎﻤﺞ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‬
‫ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪.‬‬

‫ﻭﻗﺩ ﺨﺭﺝ ﺍﻝﺒﺤﺙ ﺒﻌﺩﺓ ﺘﻭﺼﻴﺎﺕ ﺃﻫﻤﻬﺎ‪:‬‬


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‫)‪ (1‬ﻀﺭﻭﺭﺓ ﺇﻴﺠﺎﺩ ﻜﺎﺩﺭ ﺩﺍﺌﻡ ﻤﻥ ﺍﻝﻤﺩﺭﺒﻴﻥ ﺫﻭﻱ ﺍﻝﻜﻔﺎﺀﺓ ﻭﺘﻘﻭﻴﻡ ﺃﺩﺍﺌﻬﻡ‬
‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬
‫)‪ (2‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﺸﺎﺭﻜﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻤﺸﺎﺭﻜﺔ ﺠﺎﺩﺓ ﻭﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺘﺼﻤﻴﻡ ﻭﺒﻨﺎﺀ‬
‫ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﺃﺜﻨﺎﺀ ﺍﻝﺨﺩﻤﺔ‪.‬‬
‫)‪ (3‬ﺍﻋﺘﻤﺎﺩ ﺤﻭﺍﻓﺯ ﻤﺎﺩﻴﺔ ﻭﻤﻌﻨﻭﻴﺔ ﺤﻘﻴﻘﻴﺔ ﻝﻠﻤﺸﺎﺭﻜﺔ ﺍﻝﺠﺎﺩﺓ ﻓﻲ ﺒﺭﺍﻤﺞ‬
‫ﺍﻝﺘﺩﺭﻴﺏ‪ ،‬ﻭﺭﺒﻁ ﺍﻝﺘﺭﻗﻴﺎﺕ ﺒﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺏ ﻤﺴﺘﻤﺭﺓ ﻭﻝﻴﺱ ﺒﺒﺭﻨﺎﻤﺞ ﻭﺤﻴﺩ ﻓﻘﻁ‪.‬‬
‫)‪ (4‬ﺘﺸﺠﻴﻊ ﻋﻘﺩ ﻝﻘﺎﺀﺍﺕ ﺴﻨﻭﻴﺔ ﺒﻴﻥ ﻨﺨﺒﺔ ﻤﻨﺘﻘﺎﻩ ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺱ‬
‫ﺒﺎﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻤﻨﺎﻗﺸﺔ ﻤﺸﻜﻼﺕ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺘﺼﻤﻴﻡ ﺒﺭﺍﻤﺞ‬
‫ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻼﺌﻤﺔ‪.‬‬
‫)‪ (5‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﻤﺜل‪ :‬ﺍﺴﺘﺨﺩﺍﻡ‬
‫)ﺍﻝﻜﻤﺒﻴﻭﺘﺭ – ﺍﻝﻜﺎﻤﻴﺭﺍﺕ ﺍﻝﺭﻗﻤﻴﺔ – ﺍﻹﻨﺘﺭﻨﺕ – ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ – ﺍﻵﻻﺕ‬
‫ﺍﻝﺤﺎﺴﺒﺔ ﺍﻝﻤﺼﻭﺭﺓ– ﺒﺭﺍﻤﺞ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﺍﻝﺭﺴﻭﻤﻴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺘﺩﻴﺎﺕ‬
‫ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﻠﻰ ﺍﻹﻨﺘﺭﻨﺕ ﺒﻤﺎ ﻴﺩﻋﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻝﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‬
‫ﺒﺼﻭﺭﺓ ﺘﺤﻘﻕ "ﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻡ"‬
‫)‪ (6‬ﺘﻨﻅﻴﻡ ﺃﻭﻗﺎﺕ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ ﺒﺤﻴﺙ ﺘﺘﻡ ﻓﻲ ﻴﻭﻡ ﺃﻭ ﻴﻭﻤﻴﻥ ﻓﻲ ﺍﻷﺴﺒﻭﻉ‬
‫ﻝﻤﺩﺓ ﺸﻬﺭ ﺃﻭ ﺸﻬﺭﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﺤﺴﺏ ﻤﺩﺓ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻲ‪ ،‬ﺒﻤﺎ ﻴﺤﻘﻕ‬
‫ﺘﻁﺒﻴﻕ ﻤﺎ ﻴﺘﻌﻠﻤﻭﻩ ﺩﺍﺨل ﺍﻝﻔﺼﻭل ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻐﺫﻴﺔ ﺭﺍﺠﻌﺔ ‪ ،‬ﻭﻜﺫﻝﻙ ﻋﺩﻡ‬
‫ﺘﻌﻁﻴل ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻝﻔﺼﻭل ﻝﻤﺩﺓ ﻁﻭﻴﻠﺔ‪.‬‬

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‫و اوت اا‪/‬ة‬
‫) وع أهاف ر‪ 01‬ت ‪( 2001،2000‬‬
‫)‪(A Goals 2000 Mathematics Project, 2001‬‬

‫ﺼﻤﻡ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻓﻲ ﺠﺎﻤﻌﺔ ﺘﺭﻭﻤﺎﻥ ﺍﻝﺤﻜﻭﻤﻴﺔ ) ‪Truman State‬‬


‫)‪ (Missouri‬ﺒﺎﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺒﻌﻨﻭﺍﻥ‪:‬‬ ‫‪ ( university‬ﺒﻭﻻﻴﺔ‬
‫‪Making Advancements in Teacher – Training Happen by‬‬
‫‪Encouraging More Active Technology usage, Instructional‬‬
‫‪Technologies, and Collaborative Strategies.‬‬
‫)‪(MATHEMATICS‬‬
‫ﻋﻥ ﺘﻁﻭﻴﺭ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻡ ﺒﺘﺸﺠﻴﻊ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻷﻜﺜﺭ ﻓﺎﻋﻠﻴﺔ ﻝﻠﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭﺃﺴﺎﻝﻴﺏ‬
‫ﺍﻝﺘﻌﻠﻡ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﻌﺎﻭﻨﻴﺔ‪.‬‬
‫ﻭﻴﻤﺜل ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﺠﺯﺀ ﻤﻥ ﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻓﻲ ﺠﺎﻤﻌﺔ‬
‫ﺘﺭﻭﻤﺎﻥ ﻭﻴﺘﻡ ﺘﻤﻭﻴل ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﻤﻥ ﺍﻝﻤﻨﺤﺔ ﺍﻝﻔﻴﺩﺭﺍﻝﻴـﺔ ) ‪( JOALS 2000‬‬
‫ﻝﺘﻁﻭﻴﺭ ﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ‪.‬‬

‫أهاف اوع‪:‬‬
‫ﻴﻬﺩﻑ ﺍﻝﻤﺸﺭﻭﻉ ﻝﺘﺤﻘﻴﻕ ﻋﺩﺩ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﻤﻨﻬﺎ‪:‬‬
‫‪ -‬ﺍﺒﺘﻜﺎﺭ ﻨﻤﻭﺫﺝ ﺃﻭ ﺇﻁﺎﺭ ﻝﻌﻼﻗﺔ ﺘﻌﺎﻭﻨﻴﺔ ﺒﻴﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺠﺎﻤﻌﺔ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﻭﻁﻼﺏ‬
‫ﻤﻊ ﻤﻌﻠﻤﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺭﺴﻤﻴﺔ ﻤﻤﺎ ﻴﺤﻔﺯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺃﻋﻀﺎﺀ ﺍﻝﻜﻠﻴـﺎﺕ ﺍﻝﺠﺎﻤﻌﻴـﺔ‬
‫ﻭﺃﻴﻀﺎ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩ ﻋﻠﻰ ﺘﺒﺎﺩل ﺍﻝﻤﻌﺎﺭﻑ ﻭﺍﻝﺨﺒﺭﺍﺕ ﻓﻲ ﺘﻌﻠﻡ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫‪ -‬ﺘﺯﻭﻴﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﻤﻤﺎﺭﺴﻴﻥ ﻭﺍﻝﻁﻼﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﻤﻌﺎﻝﺠـﺔ ﻋﻤﻴﻘـﺔ ﻷﺴـﺎﻝﻴﺏ‬
‫ﺍﻝﺘﺩﺭﻴﺱ ﻭﺯﻴﺎﺩﺓ ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻴﻭﻝﻬﻡ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻤـﻊ‬
‫ﺃﺴﺎﻝﻴﺏ ﺘﻌﻠﻡ ﺍﻝﺘﻼﻤﻴﺫ‪.‬‬
‫‪ -‬ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻓﻲ ﺘﺼﻤﻴﻡ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴـﺔ ﺍﻝﺘـﻲ‬
‫ﺘﺴﺎﻋﺩ ﻓﻲ ﺘﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻝﺠﻤﻴﻊ ﺍﻝﺘﻼﻤﻴﺫ ) ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ (‪.‬‬
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‫أدوات اوع‪:‬‬
‫ﻗﺎﻤﺕ ﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺸﺭﻓﺔ ﻋﻠﻰ ﺍﻝﻤﺸﺭﻭﻉ ﺒﺈﻋﺩﺍﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻷﻨـﺸﻁﺔ‬
‫ﺍﻝﻼﺯﻤﺔ ﻝﻠﻤﺸﺭﻭﻉ ﻤﺜل‪:‬‬
‫‪ -‬ﺘﺼﻤﻴﻡ ﻤﻭﻗﻊ ﻝﻠﻤﺸﺭﻭﻉ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻹﻨﺘﺭﻨﺕ ﻭﻴﻨﺸﺭ ﻤﺠﻠﺔ ﺇﻝﻜﺘﺭﻭﻨﻴﺔ‪.‬‬
‫‪ -‬ﺇﺼﺩﺍﺭ ﻤﺠﻠﺔ ﻨﺼﻑ ﺴﻨﻭﻴﺔ‪.‬‬
‫‪ -‬ﻋﻘﺩ ﻤﺅﺘﻤﺭ ﺩﻭﺭﻱ ﺴﻨﻭﻴﺎ‪.‬‬
‫‪ -‬ﺇﻋﺩﺍﺩ ﻜﺘﺎﺏ ﻤﺭﺠﻊ ‪ Hand Book‬ﻴﺤﺘﻭﻯ ﻋﻠﻰ ‪:‬‬
‫ﺍﻝﻤﻘﺭﺭﺍﺕ – ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻘﺒﻠﻴﺔ – ﺍﻷﻨﺸﻁﺔ –ﺍﻻﺨﺘﺒﺎﺭﺍﺕ –ﻤﺭﺍﺠﻊ ﺇﻀـﺎﻓﻴﺔ ﻭﺘـﻡ‬
‫ﺇﺼﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﻋﻠﻰ ﺍﺴﻁﻭﺍﻨﺔ ﻝﻴﺯﺭ ﻭﺘﺤﻤﻠﻴﻬﺎ ﻋﻠﻰ ﻤﻭﻗﻊ ﺍﻝﻤﺸﺭﻭﻉ‪.‬‬
‫ﺇﻋﺩﺍﺩ ﻤﻜﺘﺒﺔ ﻝﻠﻤﺸﺭﻭﻉ ﻓﻴﻬﺎ ﻤﺎ ﻴﺯﻴﺩ ﻋﻥ ‪ 700‬ﻋﻨﻭﺍﻥ ﺘﺸﻤل ﻜﺘـﺏ ﻓـﻲ ﻁـﺭﻕ‬
‫ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ‪ ،‬ﻭﻗﺩ ﺃﻭﺼﻰ ﺒﻬﺫﻩ ﺍﻝﻌﻨﺎﻭﻴﻥ ﻤﺠﻤﻭﻋﺔ ﻤـﻥ‬
‫ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ﺍﻝﻤﺭﻤﻭﻗﻴﻥ‪.‬‬
‫‪ -‬ﺘﻜﻠﻴﻑ ﺍﻝﻤﺘﺩﺭﺒﻴﻥ ﺒﺈﻋﺩﺍﺩ ﺒﺤﻭﺙ ﻋﻤل ‪Action Research‬‬
‫‪ -‬ﻋﻘﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻭﺭﺵ ﺍﻝﻌﻤل‪.‬‬
‫‪ -‬ﻋﻘﺩ ﻤﺅﺘﻤﺭﺍﺕ ﺩﻭﺭﻴﺔ ﺃﻭ ﻤﺸﺎﺭﻜﺔ ﺍﻝﻤﺘﺩﺭﺒﻴﻥ ﻓﻲ ﻤﺅﺘﻤﺭﺍﺕ )‪ (NCTM‬ﻭﺘﻘﺩﻴﻡ‬
‫ﺘﻘﺎﺭﻴﺭ ﻋﻨﻬﺎ‪.‬‬
‫‪ -‬ﺇﻋﺩﺍﺩ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ ﺨﺼﻭﺼﻲ ‪ Tutoring Program‬ﻝﻤﻥ ﻴﺭﻏﺏ ﻤـﻥ‬
‫ﺍﻝﻤﺘﺩﺭﺒﻴﻥ ﻜﻨﺸﺎﻁ ﻋﻼﺠﻲ‪.‬‬

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‫رات ا'‪:56‬‬
‫ﻴﺸﻤل ﺍﻝﺒﺭﻨﺎﻤﺞ ﻤﻘﺭﺭﺍﺕ ﻓﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻭﻤﻘﺭﺭﺍﺕ ﻓـﻲ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ o‬ﻤﻘﺭﺭﺍﺕ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺘﺸﻤل ‪ 3‬ﻤﻘﺭﺭﺍﺕ ﻫﻲ‪:‬‬
‫• ﻤﻘﺭﺭ ‪ Math240‬ﻭﻴﺴﻤﻰ ﺍﻷﺴﺱ ﺍﻝﻌﺎﻤﺔ ﺍﻝﻤﺠﺭﺩﺓ ﻝﻠﺭﻴﺎﻀﻴﺎﺕ ﻭﻴﺘﻀﻤﻥ‬
‫ﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﺘﺩﺭﻴﺱ ﺤل ﺍﻝﻤﺸﻜﻼﺕ – ﺍﻝﺘﻘـﺩﻴﺭ – ﺘﻁـﻭﻴﺭ ﺍﻝﻤﻔـﺎﻫﻴﻡ –‬
‫ﺘﻁﺒﻴﻘﺎﺕ – ﺘﻁﻭﻴﺭ ﻤﺩﺍﺨل ﻤﺨﺘﻠﻔﺔ ﺘﺸﻤل ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‬
‫– ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻴﻴﺭ ﺘﺸﻤل ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬
‫• ﻤﻘﺭﺭ ‪ Math602‬ﻭﻴﺩﻭﺭ ﺤﻭل "ﺇﺩﺍﺭﺓ ﺍﻝﺘﺩﺭﻴﺱ" ﻭﻴﻌﺩ ﺍﻝﻤﻌﻠﻡ ﻝﻴﺘﻌﺎﻤل ﻤﻊ‬
‫ﺨﻁﺔ ﺍﻝﺘﻘﻴﻴﻡ – ﺇﺩﺍﺭﺓ ﺍﻝﻔﺼل –ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺤل ﺍﻝﻤﺸﻜﻼﺕ‪.‬‬
‫• ﻤﻘﺭﺭ‪ Math502‬ﻋﻥ ﻗﻀﺎﻴﺎ ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻝﺭﻴﺎﻀـﻴﺎﺕ ﻭﻴـﺴﺘﺨﺩﻡ ﺍﻝﻜﺘـﺎﺏ‬
‫ﺍﻝﺴﻨﻭﻱ ل‪ NCTM‬ﻓﻲ ﻋﺎﻡ ‪(NCTM year Book 1992 ) 1992‬‬
‫‪ o‬ﻭﺘﺸﻤل ﻤﻘﺭﺭﺍﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻭﻴﻌﻨﻰ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻝﻠﺘﺩﺭﻴﺱ ﻝﺘﻼﻤﻴﺫ ﺍﻝﻤﺭﺤﻠﺔ‬ ‫• ﻤﻘﺭﺭ ‪ED505‬‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻤﻊ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻝﺘﻘﻴـﻴﻡ ﻭﺇﺩﺍﺭﺓ ﺍﻝﻔـﺼل ﻭﺍﺭﺘﺒﺎﻁﻬـﺎ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪.‬‬
‫ﻭﺘﺸﻤل ﺒﺎﻗﻲ ﻤﻘﺭﺭﺍﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﺴﺘﺨﺩﺍﻡ‪ :‬ﺍﻝﻜﺎﻤﻴﺭﺍ ﺍﻝﺭﻗﻤﻴـﺔ – ﺃﻗـﺭﺍﺹ‬
‫ﺍﻝﻠﻴﺯﺭ ‪ - CD‬ﺍﻵﻻﺕ ﺍﻝﺤﺎﺴﺒﺔ ﺍﻝﻤﺼﻭﺭﺓ – ﺃﺠﻬﺯﺓ ﺍﻝﻌﺭﺽ – ﻭﺤﺩﺍﺕ ﺍﻝﻔﻴﺩﻴﻭ –‬
‫ﺒﺭﺍﻤﺞ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺍﻝﺭﺴﻭﻤﻴﺔ – ﻤﻭﺍﻗﻊ ﺍﻹﻨﺘﺭﻨﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ‪.‬‬
‫ﻭﺫﻝﻙ ﺇﻝﻰ ﺠﺎﻨﺏ ﻤﻘﺭﺭﺍﺕ ﻓﻲ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺱ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻭﻴﻡ ﻭﻴـﺴﺘﺨﺩﻡ‬
‫ﺃﻜﺜﺭ ﻤﻥ ﻜﺘﺎﺏ ﻓﻲ ﻜل ﻤﻘﺭﺭ‪.‬‬
‫ﻭﻝﻤﺭﺤﻠﺔ ﺘﻘﻭﻴﻡ ﺍﻝﻤﺸﺭﻭﻉ ﺘﻡ ﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﻴﺎﻨﺎﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻝﻴﻜﺭﺕ ﻝﻘﻴﺎﺱ ﻜـل‬
‫ﻤﻥ‪ :‬ﺍﻝﺘﻘﺩﻡ ﻓﻲ ﺍﻝﻤﻌﺎﺭﻑ‪ -‬ﺍﻝﺘﻘﺩﻡ ﻓﻲ ﺍﻻﺘﺠﺎﻫﺎﺕ ‪ -‬ﺍﻝﺘﻘﺩﻡ ﻓﻲ ﺍﺴـﺘﺨﺩﺍﻡ ﻁـﺭﻕ‬
‫ﺍﻝﺘﺩﺭﻴﺱ ﻭﺍﻝﺘﻘﻭﻴﻡ‪.‬‬
‫*‪ 7 89‬اوع‪:‬‬

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‫ﺍﻝﻤﺸﺭﻭﻉ ﻜﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﻤﺩﺘﻪ ﻋﺎﻡ ﻜﺎﻤل‪ ،‬ﻭﻴﺘﻡ ﺘﻁﻭﻴﺭﻩ ﻋﺎﻡ ﺒﻌﺩ ﻋﺎﻡ ﺤﻴﺙ ﺘﻡ‬
‫ﺘﺨﻁﻴﻁ ﺍﻝﻤﻨﺤﺔ ﻝﻤﺩﺓ ﺨﻤﺱ ﺴﻨﻭﺍﺕ‪ ،‬ﻭﻜل ﻋﺎﻡ ﻴﺘﻡ ﺘﺩﺭﻴﺏ ﻤﺠﻤﻭﻋﺔ ﺠﺩﻴـﺩﺓ ﻤـﻥ‬
‫ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻤﻥ ﺍﻝﻤﻠﺘﺤﻘﻴﻥ ﻝﺩﺭﺍﺴﺔ ﺩﺭﺠﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻝﺠﺎﻤﻌـﺔ‬
‫"ﺘﺭﻭﻤﺎﻥ – ‪" Truman‬‬
‫‪ -‬ﻴﺘﻡ ﻋﻘﺩ ﻨﺩﻭﺓ ﺘﺩﺍﺭ ﺒﺄﺴﻠﻭﺏ ﺍﻝﻌﺼﻑ ﺍﻝﺫﻫﻨﻲ ﺒﻴﻥ ﺍﻝﻤﻌﻠﻤﻴﻥ – ﻤﺩﻴﺭﻱ ﺍﻝﻤﺩﺍﺭﺱ‬
‫ﻭﺃﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺔ ﻝﺘﺤﺩﻴﺩ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ﻭﺒﻌﺽ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﺩﺭﻴﺏ‪.‬‬
‫‪ -‬ﻴﺒﺩﺃ ﺍﻝﺘﻨﻔﻴﺫ ﺒﻤﺤﺎﻀﺭﺓ ﺍﻓﺘﺘﺎﺤﻴﺔ ﻝﺘﻭﻀﻴﺢ ﺃﻫﺩﺍﻑ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﻤﺤﺘﻭﺍﻩ ﻭﺨﻁﻭﺍﺘﻪ‪.‬‬
‫‪ -‬ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻝﻤﻘﺭﺭﺍﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻌﺩﻴﻠﻬﺎ ﻝﺘﻨﺎﺴﺏ ﺍﻝﺒﺭﻨﺎﻤﺞ‬
‫ﻭﺍﻝﻤﺘﺩﺭﺒﻴﻥ‪.‬‬
‫‪ -‬ﻴﺘﻡ ﺘﻜﻠﻴﻑ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺒﺒﺤﻭﺙ ﻋﻤل‪.‬‬
‫ﻋﻘﺩ ﻭﺭﺵ ﻋﻤل ﻋﻥ ‪:‬‬
‫ﺍ‪ .‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻤﻼﺌﻤﺔ ﻷﻨﻤﺎﻁ ﺍﻝﺘﻌﻠﻡ ﻝﺩﻯ ﺍﻝﺘﻼﻤﻴﺫ‪.‬‬
‫ﺏ‪ .‬ﻤﻭﻀﻭﻋﺎﺕ ﻤﺨﺘﺎﺭﺓ ﻤﻤﺎ ﺘﻡ ﺍﻻﺘﻔﺎﻕ ﻋﻠﻴﻪ ﻓﻲ ﻨﺩﻭﺓ ﺍﻝﻌﺼﻑ ﺍﻝﺫﻫﻨﻲ‪.‬‬
‫ﺝ‪ .‬ﺍﻷﻨﺸﻁﺔ ﺍﻝﻴﺩﻭﻴﺔ ﺍﻝﻌﻤﻠﻴﺔ‪.‬‬
‫ﺩ‪ .‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻵﻻﺕ ﺍﻝﺤﺎﺴﺒﺔ‪.‬‬
‫ﻫـ‪ .‬ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﺍﻤﺞ ﺍﻝﻌﺭﻭﺽ ﺍﻝﺘﻭﻀﻴﺤﻴﺔ ﻭﺍﻝﻬﺎ ﻴﺒﺭ ﺃﺴﺘﻭﺩﻴﻭ‪.‬‬
‫‪ -‬ﻋﻘﺩ ﻤﺅﺘﻤﺭ ﺸﺎﻤل ﻓﻲ ﻤﻨﺘﺼﻑ ﺍﻝﻤﺩﺓ ﻭﺩﻋﻭﺓ ﻤﺘﺨﺼﺼﻴﻥ ﺃﻭ ﺤﻀﻭﺭ ﻤـﺅﺘﻤﺭ‬
‫ﻤﺘﺨﺼﺹ ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻭﺍﻝﺘﻌﻠﻴﻕ ﻋﻠﻴﻪ‪.‬‬
‫ﺘﻘﺩﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻝﻔـﺭﺩﻱ ‪ Tutoring Program‬ﻝﻤـﻥ ﻴﺭﻏـﺏ ﻤـﻥ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﻴﻜﻭﻥ ﺒﺘﻜﻠﻔﺔ ﺇﻀﺎﻓﻴﺔ ﻋﻠﻰ ﺍﻝﻤﻌﻠﻡ‪.‬‬

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‫‪ 5/ 6‬اوع‪:‬‬
‫ﺤﻘﻕ ﺍﻝﻤﺸﺭﻭﻉ ﻨﺘﺎﺌﺞ ﺇﻴﺠﺎﺒﻴﺔ ﺴﺎﻫﻤﺕ ﻓﻲ ﺘﻁﻭﻴﺭﻩ ﻋﺎﻡ ﺒﻌﺩ ﻋﺎﻡ ﻤﻨﻬﺎ‪:‬‬
‫‪ -‬ﺘﺩﻋﻴﻡ ﻤﺸﺎﺭﻜﺔ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺫﻭﻯ ﺍﻝﺨﺒﺭﺓ ﻭﺃﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌـﺎﺕ‬
‫ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻝﺘﺩﺭﻴﺏ‪.‬‬
‫‪ -‬ﺃﻥ ﻭﺭﺵ ﻋﻤل ﺍﻝﻴﻭﻡ ﺍﻝﻭﺍﺤﺩ ﻤﺼﺩﺭ ﻋﻅـﻴﻡ ﻝﻠﻤﻌﻠﻭﻤـﺎﺕ ﻭﻓﺭﺼـﺔ ﻝﺘﻔﺎﻋـل‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﺫﻭﻯ ﺍﻝﺨﺒﺭﺓ ﻤﻊ ﺍﻝﻤﻌﻠﻤﻴﻥ ﺍﻝﺠﺩﺩ‪.‬‬
‫‪ -‬ﺃﻥ ﺤﻀﻭﺭ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻝﻠﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺃﺤﺩﺙ ﺘﻐﻴﻴﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺍﺘﺠﺎﻫـﺎﺕ‬
‫ﺍﻝﻤﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﺃﺴﻬﻡ ﻓـﻲ ﺨﻔـﺽ ﺍﻝـﻀﻐﻭﻁ ﺍﻝﺘـﻲ ﺘـﺭﺘﺒﻁ‬
‫ﺒﺎﻝﺘﺩﺭﻴﺱ‪.‬‬
‫‪ -‬ﺃﺴﻬﻡ ﺍﻝﻤﺸﺭﻭﻉ ﻜﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﻓﻲ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﻓﻲ‪:‬‬
‫‪ -‬ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺭﻴﺎﻀﻴﺔ )ﺍﻷﻓﻜﺎﺭ ﺍﻝﺭﻴﺎﻀﻴﺔ – ﻨﻅﺎﻡ ﺍﻷﻋـﺩﺍﺩ – ﺍﻝﻬﻨﺩﺴـﺔ –‬
‫ﺍﻻﺴﺘﺩﻻل ﺍﻝﺭﻴﺎﻀﻲ (‬
‫‪ -‬ﺍﻝﺤﻤﺎﺴﺔ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪.‬‬
‫‪ -‬ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺘﺩﺭﻴﺱ ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﺭﻴﺎﻀﻴﺔ‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﺍﻝﺘﺩﺭﻴﺱ ﻤﺜل ﺍﺴﺘﺨﺩﺍﻡ‪:‬ﺍﻝﻜﻤﺒﻴﻭﺘﺭ – ﺍﻝﻜـﺎﻤﻴﺭﺍﺕ‬
‫ﺍﻝﺭﻗﻤﻴﺔ – ﺍﻹﻨﺘﺭﻨﺕ – ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ – ﺍﻵﻻﺕ ﺍﻝﺤﺎﺴـﺒﺔ ﺍﻝﻤـﺼﻭﺭﺓ –‬
‫ﺒﺭﺍﻤﺞ ﺍﻝﻜﻤﺒﻴﻭﺘﺭ ﺍﻝﺭﺴﻭﻤﻴﺔ ﻤﺜل‪:‬‬
‫‪Hyper studio, Power Point‬‬

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‫‪*:‬‬
‫ ‪>:‬ل ارا ت وا <رب ا&  ‪ C1‬اوج '&‪ A‬ا>@ت ‪:?9‬‬
‫• ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺴﺘﺤﺩﺜﺎﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻭﺨﺎﺼﺔ ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻴﻜﺘﺭﻭﻨﻲ‬
‫ﻭﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﺕ‪ ،‬ﻴﺩﻋﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‪.‬‬
‫• ﺃﻥ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺘﺼﺒﺢ ﺫﺍﺕ ﻓﺎﻋﻠﻴﺔ ﺃﻜﺒﺭ ﺍﺫﺍ ﺍﻋﺩ ﻝﻬﺎ ﺩﻝﻴل‬
‫ﺸﺎﻤل ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻠﻤﻴﻥ ﻴﺘﻀﻤﻥ ﺍﻝﺘﻌﺭﻴﻑ ﺒﺄﻫﺩﺍﻑ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻭﺃﻫﻤﻴﺘﻪ ﻭﻨﺘﺎﺌﺠﻪ ﺍﻝﺤﺎﻝﻴﺔ ﻭﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﺘﻲ‬
‫ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪.‬‬
‫• ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻗﻴﺎﺴﻴﺔ ﻝﺒﻨﺎﺀ ﻭﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ‬
‫ﻴﺴﻬﻡ ﺒﻔﺎﻋﻠﻴﺔ ﻓﻲ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺨﺎﺼﺔ ﺘﻁﻭﻴﺭ‬
‫ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻠﻤﻌﻠﻡ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﺘﻌﻠﻡ ﺠﻤﻴﻊ ﺍﻝﺘﻼﻤﻴﺫ ﺩﻭﻥ ﺍﺴﺘﺜﻨﺎﺀ ﻝﻔﺌﺔ‬
‫ﻤﻨﻬﻡ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻴﺠﺎﺩ " ﻤﺠﺘﻤﻊ ﺍﻝﺘﻌﻠﻡ" ‪.‬‬
‫ﻭﻤﻥ ﻫﻨﺎ ﻴﺘﺄﻜﺩ ﺃﻥ ﺘﻁﻭﻴﺭ ﺍﻷﺩﺍﺀ ﺍﻝﺘﺩﺭﻴﺴﻲ ﻝﻠﻤﻌﻠﻡ ﻭﺘﻁﻭﻴﺭ ﺘﻌﻠﻡ ﺠﻤﻴﻊ ﺍﻝﺘﻼﻤﻴﺫ ﻤﻥ‬
‫ﺃﻫﻡ ﺃﻫﺩﺍﻑ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺍﻝﺘﻲ ﻴﻨﺒﻐﻲ ﺍﻝﺴﻌﻲ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻝﺘﺤﻘﻴﻘﻬﺎ‪ ،‬ﻭﻫﻤﺎ‬
‫ﺤﺠﺭ ﺍﻷﺴﺎﺱ ﻓﻲ ﺃﻱ ﻋﻤﻠﻴﺔ ﻝﻺﺼﻼﺡ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﻭﺘﻌﺩ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﻋﺒﺭ‬
‫ﺍﻻﻨﺘﺭﻨﺕ ‪ Online Professional Development‬ﺃﺤﺩ ﺃﻫﻡ ﺍﻝﻤﺩﺍﺨل ﺍﻝﺠﺩﻴﺩﺓ‬
‫ﻝﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺫﺍﺕ ﺍﻝﻜﻔﺎﺀﺓ ﺍﻝﻌﺎﻝﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﺘﻴﺢ ﺤﺭﻴﺔ ﺃﻜﺒﺭ ﻓﻲ‬
‫ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻌﻠﻡ‪ ،‬ﻭﻫﺫﺍ ﻫﻭ ﻤﺎ ﺤﺎﻭل ﺍﻝﻜﺘﻴﺏ ﺍﻝﺤﺎﻝﻲ ﺃﻥ ﻴﻠﻔﺕ ﺍﻝﻨﻅﺭ ﺇﻝﻴﻪ‪.‬‬

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‫اا‪)D‬‬

‫‪ (1‬ﺤﺴﻥ ﺍﻝﺒﺎﺘﻊ ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﻤﻌﻁﻲ‪ :‬ﺒﺭﻨﺎﻤﺞ ﻤﻘﺘﺭﺡ ﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻌﻴﺩﻴﻥ ﻭﺍﻝﻤﺩﺭﺴﻴﻥ‬
‫ﺍﻝﻤﺴﺎﻋﺩﻴﻥ ﺒﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﻋﻠﻰ ﺒﻌﺽ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ‬
‫ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻓﻘﹰﺎ ﻻﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ‬
‫ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪.2001 ،‬‬

‫‪ (2‬ﻫﺸﺎﻡ ﺒﺭﻜﺎﺕ ﺒﺸﺭ ﺤﺴﻴﻥ‪ :‬ﺒﺭﻨﺎﻤﺞ ﻤﻘﺘﺭﺡ ﻝﺘﺩﺭﻴﺏ ﻤﻌﻠﻤﻲ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺒﺎﻝﻤﺭﺤﻠﺔ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﻌﺎﺼﺭﺓ ﻓﻲ ﻤﺠﺎل ﺘﺩﺭﻴﺏ ﻤﻌﻠﻤﻲ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺎﺕ‪ ،‬ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺒﻨﺎﺕ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ‬
‫ﺸﻤﺱ‪. 2005،‬‬

‫‪ (3‬ﻤﺤﻤﺩ ﻋﻠﻲ ﻤﺤﻤﺩ ﺍﻷﻤﻴﺭ‪ :‬ﺍﻝﺩﻭﺭ ﺍﻝﻤﺴﺘﻘﺒﻠﻲ ﻝﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺏ ﻤﻌﻠﻤﻲ‬
‫ﺍﻝﺘﻌﻠﻴﻡ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻓﻲ ﻀﻭﺀ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺠﺩﻴﺩﺓ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺍﻝﻠﺠﻨﺔ‬
‫ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﻘﻁﺭﻴﺔ ﻝﻠﻴﻭﻨﺴﻜﻭ‪ ،‬ﺍﻝﺩﻭﺤﺔ – ﻗﻁﺭ‪ ،‬ﺍﻝﺴﻨﺔ )‪ ،(11‬ﻴﻭﻨﻴﻭ‬
‫‪.2002 ،2002‬‬

‫‪ (4‬ﻤﺤﻤﺩ ﻨﺒﻴل ﺍﻝﻌﻁﺭﻭﺯﻱ ‪ :‬ﺇﻋﺩﺍﺩ ﺍﻝﻤﻌﻠﻡ ﻭﺘﺩﺭﻴﺒﻪ ﻓﻲ ﻀﻭﺀ ﺍﻝﺜﻭﺭﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ‬


‫ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ‪ ،‬ﻤﺅﺘﻤﺭ ﺍﻝﺠﻤﻌﻴﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻝﺘﺩﺭﻴﺱ‬
‫ﺍﻝﺜﺎﻝﺙ ﻋﺸﺭ " ﻤﻨﺎﻫﺞ ﺍﻝﺘﻌﻠﻴﻡ ﻓﻲ ﻀﻭﺀ ﺍﻝﺜﻭﺭﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ "‬
‫ﺍﻝﻤﻨﻌﻘﺩ ﺒﺩﺍﺭ ﺍﻝﻀﻴﺎﻓﺔ ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﻤﻥ ‪ 17-14‬ﻴﻭﻝﻴﻭ‬
‫‪2001‬ﻡ ‪.2001 ،‬‬

‫‪21‬‬
5) Boling, Charlotte . Jones: How Does an Online
professional Development program support Teacher
Change?, Ph.D., the university of southern
Mississippi , 2002. (DAI-A 63104 , p.1289 ,OCT
2002) .

6)Carboni, L.W: How Might an online Discussion forum


support Teachers professional Development in
mathematics? A first look, paper presented at the
Annual meeting of the Association of mathematics
Teacher Educators, Chicago, IL, January 1999 ,1999.

7)Carboni, Lisa Wilson : 'I take comfort in the fact that I'm
not alone': Online discussion as a context for
teachers' professional development in elementary
mathematics , Ph.D., THE UNIVERSITY OF
NORTH CAROLINA AT CHAPEL HILL, 2003.

8)Chen,Yi-wen: Distance education as a method of


promoting the professional development of
Taiwanese junior high school mathematics teachers
in using technology (China), Ed.D. UNIVERSITY
OF ILLINOIS AT URBANA-CHAMPAIGN, 2003.

9)Coffman, Teresa: Online professional development:


Transferring skills learned to the classroom,
CAPELLA UNIVERSITY,2004, (DAI-A 65/03, p.
895, Sep 2004).

10) Hovermill, Jeffrey Allen: Technology supported


inquiry learning in mathematics and statistics with
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22
University of Colorado at Boulder, PhD,2003, (DAI-
64-06A, P2416).
11) Susan La Grassa : (Project Director ) : A GOALS 2000
MATHEMATICS Project: Making Advancements
in Teacher-training Happen by Encouraging More
Active Technology usage, Instructional techniques,
and Collaborative Strategies , Truman State
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http://goals2000mathematics.truman.edu

12) Quesada, Antonio; Wheland, Ethel; Zachariah, Sajit :


A Case Study in Professional Development:
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Ohio Journal of School Mathematics; n44 Aut 2001 .

13) Zahner, Jane : Teachers Explore Knowledge


Management and E-Learning as Models for
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May-Jun 2002.

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